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Constant and Progressive Time Delay Procedures for Teaching Children with Autism: A Literature Review

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Abstract

A review of 22 empirical studies examining the use of constant (CTD) and progressive (PTD) time delay procedures employed with children with autism frames an indirect analysis of the demographic, procedural, methodological, and outcome parameters of existing research. None of the previous manuscripts compared the two response prompting procedures. This review suggests that the effectiveness of the two procedures is similar on some variables. However, the CTD procedure resulted in more errors to criterion, a greater magnitude of procedural modifications, and in a delayed moment of transfer of stimulus control than in the PTD studies. Conclusions may influence clinical and educational practices and indicate a need for research.

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Acknowledgments

The author gives special thanks to Dr. David L. Gast, Dr. Karen Braxley, Dr. David R. Walker, and Dr. John Matson, as well as the reviewers of the Journal of Autism and Developmental Disorders for their insight and suggestions regarding this manuscript. The results of this review were summarized and presented at the Georgia Council for Exceptional Children Conference in January, 2006.

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  1. Department of Communication Sciences and Special Education, University of Georgia, Athens, GA, USA

    Gabriela Walker

  2. Department of Global Policy Studies in Education, University of Illinois, 405 E. Burkwood Ct. W., Urbana, IL, 61801, USA

    Gabriela Walker

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Walker, G. Constant and Progressive Time Delay Procedures for Teaching Children with Autism: A Literature Review. J Autism Dev Disord 38, 261–275 (2008). https://doi.org/10.1007/s10803-007-0390-4

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